Model Pembelajaran Matematika Berbasis Pendidikan Multikultural

Danoebroto, Sri Wulandari

doi:10.21831/jppfa.v1i1.1054

Cited by 22 publications

(23 citation statements)

References 2 publications

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“…Javanese cultural values can be instilled and learned since childhood, starting from the family and the surrounding environment through the cultivation of character. Endraswara (2006: 23) describes the cultivation of Javanese character through several forms, namely the formation of moral harmony, the formation of morals for the virtues of life, the formation of manners, and the formation of self-control [10]. Alhklak this harmony is intended to instill the principle of respect related to character related to unggah-ungguh and Javanese karma and instill a harmony of life.…”

Section: Resultsmentioning

confidence: 99%

“…The noble values that can be enjoyed by students are part of the goal of implementing the puppetry art extracurricular activities. In Endraswara's opinion (2006: 23) describes the cultivation of Javanese character through several forms, namely the formation of harmony morals, the formation of morals for the virtues of life, the formation of good manners, and the formation of selfcontrol characteristics [10].…”

Section: B Implementationmentioning

confidence: 99%

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Puppet Art Extracurricular for Education Noble Values of Javanese Culture in Elementary Schools

Ratnawati¹,

Subiyantoro²,

Usodo³

2021

Advances in Social Science, Education and Humanities Research

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The entry of various advances in the political, economic, social, cultural, and technological can have a negative impact if we cannot respond properly. One of the negative impacts is the lack of understanding and preservation of puppetry among the younger generation. Many students today are unable to understand the elements of puppetry both from the perspective of science or character education which is full of the noble values of Javanese culture. This is one of the reasons for the importance of holding puppetry extracurricular activities in elementary schools. This study aims to describe the extracurricular implementation of puppetry in elementary schools. This research is a qualitative method with a descriptive design. Data collection techniques using interviews and documentation. The data validity technique used triangulation. The results of this study are the implementation art of puppetry in elementary schools, which consisted of students playing the puppets, learning the wayang story, playing gamelan instruments, and singing Javanese songs. The conclusion of this study is the art of puppetry needs to be introduced and implemented in elementary schools because it has the noble values of Javanese culture which are beneficial for the formation of student character. The implication of this research is extracurricular art of puppetry has noble values of Javanese culture that can be developed through the application of various activities during learning. Besides, students can participate in preserving Javanese traditional culture and arts in a series of puppet art extracurricular activities.

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Section: Resultsmentioning

confidence: 99%

Section: B Implementationmentioning

confidence: 99%

Puppet Art Extracurricular for Education Noble Values of Javanese Culture in Elementary Schools

Ratnawati¹,

Subiyantoro²,

Usodo³

2021

Advances in Social Science, Education and Humanities Research

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“…2, September 2018, hal 55-62 etnis, kelas sosial dan kelompok budaya salah satu tujuan penting konsep pendidikan multikultual adalah untuk membantu siswa agar memperoleh pengetahuan, sikap dan keterampilan. Pluralitas bangsa Indonesia disatu sisi memang merupakan kekuatan, namun disisi lain menjadi rentan konflik bila tidak ada kesepahaman, toleransi dan saling pengertian dalam menyikapi perbedaan [1].…”

Section: A Latar Belakangunclassified

INTEGRASI NILAI-NILAI PENDIDIKAN MULTIKULTURAL DALAM PROSES PEMBELAJARAN PPKn DI SMP NEGERI 3 LINGSAR LOMBOK BARAT

Agustina

Bidaya

2019

CIVICUS

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Integrasi nilai-nilai pendidikan multicultural adalah upaya untuk mengambungkan strategi pembelajaran yang mencangkup nilai-nilai multicultural dalam menerima dan menegaskan pada perbedaan dan kesamaan manusia yang mencangkup keragaman, ras, bahasa, agama dan gender. Tujuan dari penelitian ini yaitu untuk mengetahui bagaimana integrasi nilai-nilai pendidikan multikultural dalam proses pembelajaran Pendidikan Pancasila dan Kewarganegaraan di SMP Negeri 3 Lingsar Lombok Barat. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data yang telah digunakan adalah observasi, wawancara, dan dokumentasi. Subyek penelitian yaitu, guru PPKn, siswa, serta kepala sekolah. Analisis data menggunakan model diskriptif melalui reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan: 1) guru PPKn melakukan pendekatan multicultural pada siswa dengan mengenalkan keragaman budaya, ras, adat, dan agama yang dimiliki siswa dikaitkan dengan lingkungan hidup siwa itu sendiri. 2) memperkenalkan bahwa keragaman budaya yang disebut multicultural itu indah, sebab dengan adanya keragaman Indonesia dikenal dan dikatakan Negara yang kaya akan multikulturalnya, dengan pendekatan tersebut, siswa dapat saling menghargai satu sama lain dan sadar bahwa indonesia merupakan negara yang kaya dengan keberagaman multikulturalnya yang digabungkan dalam bhineka tunggal ika. Sehingga sikap solidaritas sosial yang tertanam pada siswa sangat positif karna dapat menerima perbedaan-perbedaan yang berada di lingkungan sekolah dan tempat tinggal. Integration of the values of multicultural education is an attempt to connect learning strategies that include multicultural values in accepting and affirming human differences and similarities that cover diversity, race, language, religion and gender. The purpose of this study is to find out how the integration of multicultural education values in the learning process Pancasila and Citizenship Education at Lingsar 3 Public Middle School in West Lombok. The research method used is qualitative research with a descriptive approach. Data collection that has been used is observation, interviews, and documentation. The research subjects were PPKn teachers, students, and principals. Data analysis uses descriptive models through data reduction, data presentation, and conclusions. The results of the study show: 1) PPKn teachers take multicultural approaches to students by introducing the diversity of cultures, races, customs, and religions that students have associated with the student's own living environment. 2) introducing that the diversity of cultures called multicultural is beautiful, because with diversity Indonesia is known and said to be a country that is rich in multiculturalism, with this approach, students can respect each other and realize that Indonesia is a country rich in multicultural diversity combined in the singular diversity of ika. So that the social solidarity attitude that is embedded in students is very positive because it can accept differences that are in the school environment and place of residence.

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“…One of the strategic efforts in developing understanding, tolerance and mutual understanding is through education [7]. The social studies learning model based on cultural intelligence is a new construction that refers to a social learning model and is developed into several stages of learning, namely concrete experience, reflection, sharing, teamwork, and presentation.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Social Studies Learning Model Based on Cultural Intelligence

Suharli¹,

Andriani²,

Fatmawati³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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Ethnic, cultural and religious diversity used to be the cause of conflict in society. Therefore, cultural intelligence is an indispensable competency, including the multi-ethnic Sumbawa community. The application of a cultural intelligencebased social intelligence learning model is carried out so that students have awareness and knowledge of religious and cultural diversity, have the motivation to work with friends of different religions and cultures and have tolerant behaviour towards friends of different religions and cultures. This research was conducted through the Isman learning design model. This research is still at the development stage, namely the limited trial stage conducted in class VIII at a SMPN in Sumbawa, Indonesia. The data were gathered by using questionnaires, interviews, observation, and documentation. The data analysis used descriptive qualitative techniques. The research findings are classified into five; (a) the input stage, describing the initial conditions of social studies learning; (b) the process stage, which describes the implementation of social studies learning based on cultural intelligence by both teachers and students; (c) the output stage, explaining the results of the implementation of the social studies learning model based on cultural intelligence both the level of involvement and learning outcomes of students; (d) the feedback stage, describes the process of evaluation and revision of the implementation of the learning syntax; and learning stages, describing the stages or syntax of the social studies learning model based on cultural intelligence.

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Model Pembelajaran Matematika Berbasis Pendidikan Multikultural

Cited by 22 publications

References 2 publications

Puppet Art Extracurricular for Education Noble Values of Javanese Culture in Elementary Schools

Puppet Art Extracurricular for Education Noble Values of Javanese Culture in Elementary Schools

INTEGRASI NILAI-NILAI PENDIDIKAN MULTIKULTURAL DALAM PROSES PEMBELAJARAN PPKn DI SMP NEGERI 3 LINGSAR LOMBOK BARAT

The Implementation of Social Studies Learning Model Based on Cultural Intelligence

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